INSTRUCTIONAL FOCUS DOCUMENT Kindergarten English Language Arts And Reading TITLE : Unit 05A: Rediscovering Literary Text SUGGESTED DURATION : 11 days UNIT OVERVIEW This unit bundles student expectations that emphasize elements in fictional literature and word sounds in poetry. Patterns in phonological awareness, phonics, oral and written conventions, and print awareness continue to be introduced and practiced in order to reinforce literacy learning and comprehension during independent reading, shared reading, and writing. Students continue to use the connection between listening, speaking, reading, and writing to establish effective communication of a variety of ideas based on relevance, enjoyment, involvement, and information. In Unit 04 students studied the genre of Informational Text. They analyzed, made inferences, and drew conclusions about the author’s purpose; identified the topic and details in expository text; retold important facts in a text, discussed the ways authors group information in expository text, and used titles and illustrations to make predictions. Additionally, students gleaned and used information in procedural texts and documents by following pictorial directions and identifying the meaning of specific signs. Students planned and developed drafts to dictate or write information for lists and captions. During this unit, students demonstrate letter sound correspondence to decode and spell CVC words. Additionally, students apply previously taught skills and strategies to deepen their understanding of fiction and poetry. Students identify the elements of fiction and the sensory details authors use to create meaning in stories. Students write stories about real or imagined events and revise with adult assistance. Students respond to rhythm and rhyme in poetry and independently write poems. In Unit 05B students will make connections within and across texts to deepen understanding of authors’ messages. PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS English Language Arts and Reading Kindergarten Unit 05A PA 01 Click on the PA title to view related rubric. Demonstrate letter sound correspondence to decode and spell CVC words. Standard(s): K.2G , K.2I , K.3B , K.17A , K.18A , K.18B ELPS.c.1B , ELPS.c.2A , ELPS.c.2B , ELPS.c.3A , ELPS.c.4A , ELPS.c.5A , ELPS.c.5C Patterns – Phonics, Print Awareness, Spelling Awareness of word patterns supports the development of word reading and spelling. Last Updated 09/19/2014 Print Date 12/02/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTER page 1 of 27
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INSTRUCTIONAL FOCUS DOCUMENTKindergarten English Language Arts And Reading
TITLE : Unit 05A: Rediscovering Literary Text SUGGESTED DURATION : 11 days
UNIT OVERVIEW
This unit bundles student expectations that emphasize elements in fictional literature and word sounds in poetry. Patterns in phonological awareness, phonics, oral and written
conventions, and print awareness continue to be introduced and practiced in order to reinforce literacy learning and comprehension during independent reading, shared reading,
and writing. Students continue to use the connection between listening, speaking, reading, and writing to establish effective communication of a variety of ideas based on
relevance, enjoyment, involvement, and information.
In Unit 04 students studied the genre of Informational Text. They analyzed, made inferences, and drew conclusions about the author’s purpose; identified the topic and details inexpository text; retold important facts in a text, discussed the ways authors group information in expository text, and used titles and illustrations to make predictions.
Additionally, students gleaned and used information in procedural texts and documents by following pictorial directions and identifying the meaning of specific signs. Students
planned and developed drafts to dictate or write information for lists and captions. During this unit, students demonstrate letter sound correspondence to decode and spell CVC
words. Additionally, students apply previously taught skills and strategies to deepen their understanding of fiction and poetry. Students identify the elements of fiction and the
sensory details authors use to create meaning in stories. Students write stories about real or imagined events and revise with adult assistance. Students respond to rhythm and
rhyme in poetry and independently write poems. In Unit 05B students will make connections within and across texts to deepen understanding of authors’ messages.
PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS
UNIT CONCEPTSUNIT UNDERSTANDINGS
English Language Arts and Reading
Kindergarten Unit 05A PA 01
Click on the PA title to view related rubric.
Demonstrate letter sound correspondence to decode
and spell CVC words.
Standard(s): K.2G , K.2I , K.3B , K.17A , K.18A ,
K.18B ELPS.c.1B , ELPS.c.2A , ELPS.c.2B ,
ELPS.c.3A , ELPS.c.4A , ELPS.c.5A , ELPS.c.5C
Patterns – Phonics, Print Awareness,
Spelling
Awareness of word patterns supports the development of word reading
and spelling.
Last Updated 09/19/2014
Print Date 12/02/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTER
Sensory detail – a detail in writing that describes what is seen, heard, smelled, tasted, or touched
Setting – the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural or historical background
against which the story takes place.
Plot – the basic sequence of events in a story. The plot includes the problem and solution.
THAT NEW WORDS ARE CREATED WHEN LETTERS ARE CHANGED, ADDED, OR DELETED
Including, but not limited to:
Beginning letters: add, change, and/or delete the beginning letter(s) in a word to make new
words
Ending letters: add, change, and/or delete the ending letter(s) in a word to make new words
Middle letter: add and/or change the middle sound in a word to make new words
K.3D Identify and read at least 25 high-frequency
words from a commonly used list. Identify, Read
AT LEAST 25 HIGH-FREQUENCY WORDS FROM A COMMONLY USED LIST
Introduce 6-7 high-frequency words, including words with long vowel sounds.
Highfrequency word – a small group of 300–500 words that account for a large percentage ofwords in print. Often, they are referred to as "sight words" because automatic recognition of
these words is required for fluent reading.
Sight word – a word that is recognized immediately. Note: Sometimes sight words are thought
to be only words that are irregular or high-frequency words; (e.g., on the Dolch and Fry lists)
however, any word that is recognized automatically is a sight word. These words may be
INSTRUCTIONAL FOCUS DOCUMENTKindergarten English Language Arts And Reading
TITLE : Unit 05A: Rediscovering Literary Text SUGGESTED DURATION : 11 days
Last Updated 09/19/2014
Print Date 12/02/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTER
K.Fig19D Make inferences based on the cover, title,
illustrations, and plot. Make
INFERENCES BASED ON THE COVER, TITLE, ILLUSTRATIONS, AND PLOT
Inference – a logical guess made by connecting bits of information. Readers make inferences by
drawing conclusions, making generalizations, and making predictions.
Plot – the basic sequence of events in a story. The plot includes the problem and solution.
K.Fig19F Make connections to own experiences, to ideas
in other texts, and to the larger community and
discuss textual evidence.
Make
CONNECTIONS TO
Including, but not limited to:
Own experiences – things done or seenIdeas in other text – concepts that connect one text with another textLarger community – a group of people that have the same interest or live in the same area
Discuss
TEXTUAL EVIDENCE
Textual evidence – specific details or facts found in text that support what is inferred
K.6 Reading/Comprehension of Literary Text/Theme
and Genre.
Students analyze, make inferences and draw
INSTRUCTIONAL FOCUS DOCUMENTKindergarten English Language Arts And Reading
TITLE : Unit 05A: Rediscovering Literary Text SUGGESTED DURATION : 11 days
Last Updated 09/19/2014
Print Date 12/02/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTER
Sight – visual detail ensures that the reader is able to give faces to characters; or details to asetting and action
Sound – enables the reader to be a part of the actionSmell – provides a strong power over feelings, thoughts, and emotionsTaste – memories, people, places, and feelings can be suggested through tasteTouch – tactile descriptions create sensory triggers to help the reader not only visualize ascene, but to experience it. The sense of touch helps the reader put themselves in the place of
the characters.
K.7 Reading/Comprehension of Literary Text/Poetry.
Gain control of penmanship, such as pencil grip, paper position and beginning stroke
Use appropriate spacing
K.18 Oral and Written Conventions/Spelling. Students
spell correctly. Students are expected to:
K.18A Use phonological knowledge to match sounds to
letters. Use
PHONOLOGICAL KNOWLEDGE TO MATCH SOUNDS TO LETTERS
Phonological knowledge/awareness – an “umbrella” term that is used to refer to a student’ssensitivity to the sound structure in language. It encompasses awareness of individual words
in sentences, syllables, and onset-rime segments, as well as awareness of individual
phonemes.
Note:
Refer to K.3 and K.18B for related phonics and spelling skills.
K.18B Use letter-sound correspondences to spell
consonant-vowel-consonant (CVC) words (e.g.,
"cut").
Use
LETTER-SOUND CORRESPONDENCES TO SPELL CONSONANT-VOWEL-CONSONANT (CVC)
WORDS (e.g., cut)
Note:
Refer to K.3B for related phonics skills.
INSTRUCTIONAL FOCUS DOCUMENTKindergarten English Language Arts And Reading
TITLE : Unit 05A: Rediscovering Literary Text SUGGESTED DURATION : 11 days
Last Updated 09/19/2014
Print Date 12/02/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTER
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English languageproficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of
each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated
commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS
in a manner that is linguistically accommodated to help the student acquire English language proficiency.